Infants' ability to connect gaze and emotional expression to intentional action

Four studies investigated whether and when infants connect information about an actor's affect and perception to their action. Arguably, this may be a crucial way in which infants come to recognize the intentional behaviors of others. In Study 1 an actor grasped one of two objects in a situation where cues from the actor's gaze and expression could serve to determine which object would be grasped, specifically the actor first looked at and emoted positively about one object but not the other. Twelve-month-olds, but not 8-month-olds, recognized that the actor was likely to grasp the object which she had visually regarded with positive affect. Studies 2, 3, and 4 replicated the main finding from Study 1 with 12- and 14-month-olds and included several contrasting conditions and controls. These studies provide evidence that the ability to use information about an adult's direction of gaze and emotional expression to predict action is both present, and developing at the end of the first year of life.     

Direct perception in the intersubjective context

This paper, in opposition to the standard theories of social cognition found in psychology and cognitive science, defends the idea that direct perception plays an important role in social cognition. The two dominant theories, theory theory (TT) and simulation theory (ST), both posit something more than a perceptual element as necessary for our ability to understand others, i.e., to “mindread” or “mentalize.” In contrast, certain phenomenological approaches depend heavily on the concept of perception and the idea that we have a direct perceptual grasp of the other person’s intentions, feelings, etc. This paper explains precisely what the notion of direct perception means, offers evidence from developmental studies, and proposes a non-simulationist interpretation of the neuroscience of mirror systems.     

Attention and the Cognitive Penetrability of Perception

One sceptical rejoinder to those who claim that sensory perception is cognitively penetrable is to appeal to the involvement of spatial attention. While the sceptic is correct that some putative cases are accurately deflected in this way, the rejoinder oversimplifies the possible roles that attention might play in relevant contexts. This paper identifies alternative ways that selective attention might play a role in cognitive effects on perception. What emerges is a plausible and well-evidenced mental schema that describes attention-mediated cognitive penetration.     

How Children and Adults Represent God's Mind

For centuries, humans have contemplated the minds of gods. Research on religious cognition is spread across sub‐disciplines, making it difficult to gain a complete understanding of how people reason about gods' minds. We integrate approaches from cognitive, developmental, and social psychology and neuroscience to illuminate the origins of religious cognition. First, we show that although adults explicitly discriminate supernatural minds from human minds, their implicit responses reveal far less discrimination. Next, we demonstrate that children's religious cognition often matches adults' implicit responses, revealing anthropomorphic notions of God's mind. Together, data from children and adults suggest the intuitive nature of perceiving God's mind as human‐like. We then propose three complementary explanations for why anthropomorphism persists in adulthood, suggesting that anthropomorphism may be (a) an instance of the anchoring and adjustment heuristic; (b) a reflection of early testimony; and/or (c) an evolutionary byproduct.     

Higher levels of depression are associated with reduced global bias in visual processing

Sleep-related attentional bias is a well-documented finding in patients with primary insomnia. To address the question of whether attentional preference for sleep-related stimuli is due to sleepiness (as measured by the Stanford Sleepiness Scale; SSS) or sleeplessness (as measured by the Pittsburgh Sleep Quality Index; PSQI) we investigated 105 non-clinical participants with two attentional bias tasks, an emotional Stroop task and a newly introduced mixed-modality task. The emotional Stroop task revealed significant positive linear relationships between sleep-related attentional bias and both poor sleep quality and sleepiness. Additionally, we found a significant negative interaction effect between these two variables on the cognitive bias. This means that attentional bias scores are reduced when poor sleep quality is associated with high sleepiness and high sleep quality is associated with low sleepiness. We did not find any significant result in the mixed-modality task. The results suggest that sleep-related attentional bias can be elicited by both sleepiness and sleeplessness.     

Parametric induction of animacy experience

Graphical displays of simple moving geometrical figures have been repeatedly used to study the attribution of animacy in human observers. Yet little is known about the relevant movement characteristics responsible for this experience. The present study introduces a novel parametric research paradigm, which allows for the experimental control of specific motion parameters and a predictable influence on the attribution of animacy. Two experiments were conducted using 3D computer animations of one or two objects systematically introducing variations in the following aspects of motion: directionality, discontinuity and responsiveness. Both experiments further varied temporal kinematics. Results showed that animacy experience increased with the time a moving object paused in the vicinity of a second object and with increasing complexity of interaction between the objects (approach and responsiveness). The experience of animacy could be successfully modulated in a parametric fashion by the systematic variation of comparably simple differential movement characteristics.     

Reflexively mindblind: Using theory of mind to interpret behavior requires effortful attention

People commonly interpret others’ behavior in terms of the actors’ underlying beliefs, knowledge, or other mental states, thereby using their “theory of mind.” Two experiments suggest that using one’s theory of mind is a relatively effortful process. In both experiments, people reflexively used their own knowledge and beliefs to follow a speaker’s instruction, but only effortfully used their theory of mind to take into account a speaker’s intention to interpret those instructions. In Experiment 1, people with lower working memory capacity were less effective than people with larger working memory capacity in applying their theory of mind to interpret behavior. In Experiment 2, an attention-demanding secondary task reduced people’s ability to apply their theory of mind. People appear to be reflexively mindblind, interpreting behavior in terms of the actor’s mental states only to the extent that they have the cognitive resources to do so.     

Plans or Outcomes: How Do We Attribute Intelligence to Others?

Humans routinely make inferences about both the contents and the workings of other minds based on observed actions. People consider what others want or know, but also how intelligent, rational, or attentive they might be. Here, we introduce a new methodology for quantitatively studying the mechanisms people use to attribute intelligence to others based on their behavior. We focus on two key judgments previously proposed in the literature: judgments based on observed outcomes (you're smart if you won the game) and judgments based on evaluating the quality of an agent's planning that led to their outcomes (you're smart if you made the right choice, even if you didn't succeed). We present a novel task, the maze search task (MST), in which participants rate the intelligence of agents searching a maze for a hidden goal. We model outcome-based attributions based on the observed utility of the agent upon achieving a goal, with higher utilities indicating higher intelligence, and model planning-based attributions by measuring the proximity of the observed actions to an ideal planner, such that agents who produce closer approximations of optimal plans are seen as more intelligent. We examine human attributions of intelligence in three experiments that use MST and find that participants used both outcome and planning as indicators of intelligence. However, observing the outcome was not necessary, and participants still made planning-based attributions of intelligence when the outcome was not observed. We also found that the weights individuals placed on plans and on outcome correlated with an individual's ability to engage in cognitive reflection. Our results suggest that people attribute intelligence based on plans given sufficient context and cognitive resources and rely on the outcome when computational resources or context are limited.     

The Social Nature of Perception and Action

ABSTRACT— Humans engage in a wide range of social activities. Previous research has focused on the role of higher cognitive functions, such as mentalizing (the ability to infer others' mental states) and language processing, in social exchange. This article reviews recent studies on action perception and joint action suggesting that basic perception–action links are crucial for many social interactions. Mapping perceived actions to one's own action repertoire enables direct understanding of others' actions and supports action identification. Joint action relies on shared action representations and involves modeling of others' performance in relation to one's own. Taking the social nature of perception and action seriously not only contributes to the understanding of dedicated social processes but has the potential to create a new perspective on the individual mind and brain.     

The relationship between joint attention and theory of mind in neurotypical adults

Joint attention (JA) is hypothesized to have a close relationship with developing theory of mind (ToM) capabilities. We tested the co-occurrence of ToM and JA in social interactions between adults with no reported history of psychiatric illness or neurodevelopmental disorders. Participants engaged in an experimental task that encouraged nonverbal communication, including JA, and also ToM activity. We adapted an in-lab variant of experience sampling methods (Bryant et al., 2013) to measure ToM during JA based on participants’ subjective reports of their thoughts while performing the task. This experiment successfully elicited instances of JA in 17/20 dyads. We compared participants’ thought contents during episodes of JA and non-JA. Our results suggest that, in adults, JA and ToM may occur independently.     

Constructing a New Theory From Old Ideas and New Evidence

A central tenet of constructivist models of conceptual development is that children's initial conceptual level constrains how they make sense of new evidence and thus whether exposure to evidence will prompt conceptual change. Yet little experimental evidence directly examines this claim for the case of sustained, fundamental conceptual achievements. The present study combined scaling and experimental microgenetic methods to examine the processes underlying conceptual change in the context of an important conceptual achievement of early childhood—the development of a representational theory of mind. Results from 47 children (M age = 3.7 years) indicate that only children who were conceptually close to understanding false belief at the beginning of the study, and who were experimentally exposed to evidence of people acting on false beliefs, reliably developed representational theories of minds. Combined scaling and microgenetic data revealed how prior conceptual level interacts with experience, thereby providing critical experimental evidence for how conceptual change results from the interplay between conceptions and evidence.     

Knowledge Attributions and Behavioral Predictions

Recent work has shown that knowledge attributions affect how people think others should behave, more so than belief attributions do. This paper reports two experiments providing evidence that (a) knowledge attributions also affect behavioral predictions more strongly than belief attributions do, and (b) knowledge attributions facilitate faster behavioral predictions than belief attributions do. Thus, knowledge attributions play multiple critical roles in social cognition, guiding judgments about how people should and will behave.     

How the Eyes Tell Lies: Social Gaze During a Preference Task

Social attention is thought to require detecting the eyes of others and following their gaze. To be effective, observers must also be able to infer the person's thoughts and feelings about what he or she is looking at, but this has only rarely been investigated in laboratory studies. In this study, participants' eye movements were recorded while they chose which of four patterns they preferred. New observers were subsequently able to reliably guess the preference response by watching a replay of the fixations. Moreover, when asked to mislead the person guessing, participants changed their looking behavior and guessing success was reduced. In a second experiment, naïve participants could also guess the preference of the original observers but were unable to identify trials which were lies. These results confirm that people can spontaneously use the gaze of others to infer their judgments, but also that these inferences are open to deception.     

In Defence of Non-conceptual Content

In recent times, Evans’ idea that mental states could have non-conceptual contents has been attacked. McDowell (Mind and World, 1994) and Brewer (Perception and reason, 1999) have both argued that that notion does not have any epistemological role because notions such as justification or evidential support, that might relate mental contents to each other, must be framed in conceptual terms. On his side, Brewer has argued that instead of non-conceptual content we should consider demonstrative concepts that have the same fine grainess of non-conceptual contents while having conceptual structure. In what follows I will argue that, first, that the notion of demonstrative concept is not viable and, second, that there is an epistemological role for non-conceptual content.

The accidental transgressor: morally-relevant theory of mind

To test young children’s false belief theory of mind in a morally relevant context, two experiments were conducted. In Experiment 1, children (N = 162) at 3.5, 5.5, and 7.5 years of age were administered three tasks: prototypic moral transgression task, false belief theory of mind task (ToM), and an “accidental transgressor” task, which measured a morally-relevant false belief theory of mind (MoToM). Children who did not pass false belief ToM were more likely to attribute negative intentions to an accidental transgressor than children who passed false belief ToM, and to use moral reasons when blaming the accidental transgressor. In Experiment 2, children (N = 46) who did not pass false belief ToM viewed it as more acceptable to punish the accidental transgressor than did participants who passed false belief ToM. Findings are discussed in light of research on the emergence of moral judgment and theory of mind.     

Second-order beliefs about intention and children's attributions of sociomoral judgment

Predicting how another person will evaluate the intention underlying an action involves consideration of second-order mental states. Children (ages 5-10 years) and college students (N=105) predicted an observer's belief about an actor's intention and evaluated the actor from both their own perspectives and the perspective of the observer. Younger children were more likely than older children and adults to attribute a belief to the observer that mismatched the actor's prior intention. Attributed beliefs about intention were more likely to match negative prior intentions than to match positive prior intentions and were also more likely to match prior intentions when the observer knew the actor's prior intention than when the observer did not know the actor's prior intention. The judgments attributed to the observer were based on the beliefs about intention attributed to the observer, showing use of second-order mental states to infer another's sociomoral judgments.     

Visual Consciousness and The Phenomenology of Perception

Ideally, psychological and phenomenological studies of visual experience should be mutually informative. In that spirit, this article outlines parts of Maurice Merleau‐Ponty's phenomenological view of visual experience as a kind of independently active opaque bodily synthesis, and uses those views to (a) help ground and extend Alva Noë's rejection of the “snapshot” theory of visual experience in favor of a more enactive view of visual content, (b) critique a failing of Noë's account, and (c) show how the assumptions underlying more internalist and Cartesian views of visual experience can illegitimately creep in even when they are being carefully criticized.     

Perception through a perspective-taking lens: Differential effects on judgment and behavior

In contrast to the view that social perception has symmetric effects on judgments and behavior, the current research explored whether perspective-taking leads stereotypes to differentially affect judgments and behavior. Across three studies, perspective-takers consistently used stereotypes more in their own behavior while simultaneously using them less in their judgments of others. After writing about an African-American, perspective-taking tendencies were positively correlated with aggressive behavior but negatively correlated with judging others as aggressive. Similarly, after writing about an elderly man, perspective-takers walked more slowly and became more conservative, but judged others as less dependent. These divergent effects of perspective-taking on judgment and behavior occurred regardless of whether perspective-taking was manipulated or measured, whether judgments were measured before or after behavior, the stereotype that was activated, and participants’ culture (American, Singaporean). These findings support theorizing that judgments and behavior can diverge when individuals’ social strategies are geared towards establishing and maintaining social bonds, as well as provide insight into how perspective-taking helps individuals manage diversity.